Journal articles on the topic 'Alexandra (Johannesburg)'

In recent times many Nigerians have been singled out when it comes to criminal activities and xenophobic attacks in South Africa, which leads to disruption of the hitherto cordial relationship between South African host communities and Nigerian migrants. Nevertheless, the rate of Nigerians migrating to South Africa keeps soaring. Studies of migration between Nigeria and South Africa, have been scanty, often limited to the study of traditional economic disparity between the two countries with less emphasis on the social-cultural challenges facing Nigerian migrants in the host communities.This paper thus examined the socio-economic and cultural challenges facing Nigerian migrants in selected communities in Johannesburg, South Africa. Data for the study were collected through in-depth interviews and focus group discussions with Nigerian migrants in Hillbrow, Braamfontein and Alexandra suburbs in Johannesburg, South Africa.

Background: In South Africa, sexually transmitted infections (STIs) are managed through a syndromic approach at primary healthcare centres (PHCs). Neisseria gonorrhoeae is the predominant cause of male urethritis syndrome. We describe antimicrobial resistance patterns and trends in Neisseria gonorrhoeae during a ten-year surveillance period at a large PHC in Johannesburg. Methods: Neisseria gonorrhoeae was cultured from genital discharge swab specimens obtained from consenting adult patients presenting at the Alexandra Health Centre in Johannesburg between 2008 and 2017. Isolates were tested for antimicrobial susceptibility by Etest™ (cefixime, ceftriaxone, ciprofloxacin) or agar dilution (penicillin, tetracycline, azithromycin). Results: During the period of surveillance, high-level resistance prevalence increased from 30% to 51% for penicillin (p-value for trend < 0.001), 75% to 83% for tetracycline (p-value for trend = 0.008), and 25% to 69% for ciprofloxacin (p-value for trend < 0.001). Analysis did not reveal high-level resistance to spectinomycin or a minimum inhibitory concentration (MIC) creep for extended-spectrum cephalosporins, and the prevalence of intermediate-resistance to azithromycin was less than 5%. Conclusions: High prevalence resistance to penicillin, tetracycline, and ciprofloxacin in N. gonorrhoeae obviates their use in future national treatment algorithms for genital discharge. It is essential to continue monitoring for emerging resistance to currently recommended antimicrobial therapy in this rapidly evolving pathogen.

AbstractThe hosting of mega events in the Global South has become a symbol of prestige and national pride. From the hosting of international mega events such as the world cup, to regional events like the Commonwealth Games, developing nations are hosting mega events frequently and on a massive scale. Often used as a justification for this escapade in hosting a mega event is the purposed infrastructural legacy that will remain after the event. From the bid documents of the London Olympics to the Delhi Common Wealth Games, the pretext of infrastructural legacy is cited as a legitimate reason for spending the billions of dollars needed for hosting the event. This paper looks at this justification in the context of the All Africa Games which was hosted in Johannesburg, South Africa in 1999. It examines how the legacy infrastructure from this event has been utilised as a social housing development and how the billions of dollars spent on the infrastructural legacy of the games has been used by local residence of the city. The vast majority of the current residence of the All Africa Games Athletes’ Village have little recollection of the Games and do not feel that the housing stock they have received is of significantly better quality than that of other social housing. This points to the contentious claim that developmental infrastructure built through hosting a mega event is of superior quality or brings greater benefit to the end users. That is not to say that hosting a mega event does not have benefits; however, the claim of development through hosting, in the case of Johannesburg, seems disingenuous.

Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg. Evaluation of Healthnutz included assessing its feasibility and acceptability, and short-term changes in learners’ physical fitness, knowledge and attitudes. Methods. To assess feasibility and acceptability, a situational analysis and focus groups with teachers and programme monitors were conducted. Pre-post fitness testing (3-month interval) was conducted with learners, and a questionnaire assessed changes in learners’ knowledge, attitudes, self-efficacy, and perceived barriers to physical activity, in control and intervention schools. Results. At implementation, teachers identified the need for more physical activity in the school environment and were positive about Healthnutz. Follow-up focus group discussions suggested that it was positively impacting teachers, learners and the school in general. Scores for sit and reach (p<0.001), sit ups (p<0.02) and shuttle run (p<0.0001) improved significantly in intervention but not control schools. A significant decrease was observed in learners’ perceived external barriers to physical activity (p<0.0001) along with a positive change in learners’ self-efficacy for physical activity (p<0.05). Conclusions. Healthnutz raised awareness of the importance of physical activity in intervention schools. Findings indicate that even limited exposure to a physical activity intervention can lead to a significant improvement in aspects of learners’ fitness, knowledge, attitudes and perceptions regarding physical activity. Furthermore, training and support of teachers needs to be nonjudgemental and empowering.

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

AbstractThis article analyses the intersection between cosmopolitanism and racist ideologies in the faith healing practices of the Christian Catholic Apostolic Church in Zion. Originally from Illinois, USA, this organization was the period's most influential divine healing group. Black and white members, under the leadership of the charismatic John Alexander Dowie, eschewed medical assistance and proclaimed God's power to heal physical affliction. In affirming the deity's capacity to remake human bodies, church members also insisted that God could refashion biological race into a capacious spiritual ethnicity: a global human race they referred to as the “Adamic” race. Zionist universalist teachings were adopted by dispossessed and newly urbanized Boer ex-farmers in Johannesburg, Transvaal, before spreading to the soldiers of the British regiments recently arrived to fight the Boer states in the war of 1899–1902. Zionism equipped these estranged white “races” with a vocabulary to articulate political reconciliation and a precarious unity. But divine healing was most enthusiastically received among the Transvaal's rural Africans. Amidst the period's hardening segregation, Africans seized upon divine healing's innovative racial teachings, but both Boers and Africans found disappointment amid Zion's cosmopolitan promises. Boers were marginalized within the new racial regimes of the Edwardian empire in South Africa, and white South Africans had always been ambivalent about divine healing's incorporations of black Africans into a unitary race. This early history of Zionism in the Transvaal reveals the constriction of cosmopolitan aspirations amidst fast-narrowing horizons of race, nation, and empire in early twentieth-century South Africa.

PurposeGreen building is a relatively new concept with limited applications in property development in South Africa. The objectives of this study are therefore threefold: identify key green building principles considered by property developers, establish the benefits of implementing the principles and determine the barriers to its applications.Design/methodology/approachThe study adopted a case study of two Green Star South Africa (SA)-certified buildings in Sandton, Johannesburg. These are Alexander Forbes building, and Ernst & Young Eris Towers. The two certified buildings were purposefully selected because of the insightful information they provide regarding application of green building principles. The main themes investigated in the cases are environmental awareness, green building principles applications, as well as benefits and barriers of green building. A total of six interviewees from the contractors', property developers', environmental/green building consultants' and sustainability consultants' organizations who were involved in the implementation of green building principles in the two cases provided the qualitative data for the study. The qualitative data were supplemented with data relating to the two case studies obtained from the ‘Earth Works for a Sustainable Built Environment’. The interviews were arranged over a period of two months, and each interview took between 20 and 30 minutes. Analysis of the data was done through a phenomenological interpretation of the qualitative opinions expressed by the interviewees.FindingsKey green building principles comprising energy efficiency, water efficiency, resource efficiency, occupants' health and well-being and sustainable site development were implemented in the two cases. The fact that the buildings were rated 4-star enabled inference to be drawn that the implementation of the principles was less than 60 per cent. Energy efficiency of 35 per cent indicated in Case I suggests that the level is consistent with the South African green building standard of 25 per cent to 50 per cent. However, the energy and water efficiency assessment of the building were based on projections rather than on ongoing monitoring and evaluation of the buildings' performance. Moreover, perceived saving in operational cost was identified as dominant driver to green building principles implementation. Conversely, lack of government incentives and absence of reliable benchmarking data regarding performance of green buildings were major barriers to its full implementation.Practical implicationsThe findings of this study provide important implications to the developers and government on the application of green building principles. In the first place, the evidence that initial high cost premium could be off settled by long- term saving on operational costs as a result of use of local materials, energy and water savings as well as use of recycled material, as implemented in the two case projects, would improve investment decision in green building by developers. The understanding of the drivers and barriers to implementation of green building principles also has implications for guiding government policies and programmes towards green building.Originality/valueThe significance of this study stems from the fact that limited studies, especially in the South African context, have indicated the drivers and barriers to the implementation of green building principles. The case study approach adopted gave a novelty to the study by providing hands-on information from the stakeholders who were known to have played specific roles in the application of green building. The findings indicated that initial high cost premium was not a consideration in developers' choice of green building which justifies the possibility of a costlier product when factors such as environmental sustainability benefit is considered to be ultimate. The study thus suggests further research involving larger cases on energy efficiency, water efficiency and costs of green buildings compared to the conventional type to bring the findings to a broader perspective and assist to benchmark data for green building assessment.

Changes in political, social, and economic structures in South Africa during the transition from apartheid to democratic governance in 1994 have put men and masculinity/ies under public and scholarly scrutiny. Attention has generally focused on the links between masculinity and violence, particularly among black men from low-income backgrounds, in attempts to understand the widespread levels of sexual violence throughout the country. Together, but in tension with the focus on men and violence, has been a literature that documents gender change in South Africa. This literature argues for example, that men are embracing fatherhood and becoming more engaged in childcare. Nevertheless this is a minority literature that is overshadowed by a focus on men and violence. In this article, I reflect on the lives of a group of men living in Alexandra township in Johannesburg, who are exploring what it means to be a man in a contemporary township setting, and the issues and challenges they face in attempts to transition their masculine identities.

Abstract Background Sexual reproductive health communication between parents and children has been shown to promote safer sexual choices. In many South African households, third-generation female caregivers, often grandmothers or other older females, locally known as gogos, are primary caregivers of children due to parents being deceased or absent. Subsequently, the responsibility of talking about sex and related issues has shifted to these gogos. This study explored the experiences of gogos living in Alexandra, Johannesburg on talking about sex, sexuality and HIV and AIDS with children aged 10–18 years that are in their care. Methods Ten primary caregivers were purposively selected. Data were collected through in-depth individual interviews. Thematic analysis was performed and inductive codes and themes identified. Results All gogos selected found it difficult to discuss sex, sexuality and HIV and AIDS due to culture and traditional values impacting on personal experiences as well as generation and gender barriers. Perceived low self-efficacy due to low levels of knowledge and limited skills in speaking about sex, sexuality and HIV and AIDS also contributed to low levels of sexual reproductive health communication. Conclusions This study highlights the need for interventions that focus on improving gogos’ knowledge about sexual reproductive health in addition to providing them with the skills to talk about sex, sexuality and HIV and AIDS with children in their care.

05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 55–78.05–228Belz, Julie A. (Pennsylvania State U, USA), Intercultural questioning, discovery and tension in Internet-mediated language learning partnerships. Language and Intercultural Communication (Clevedon, UK) 5.1 (2005), 3–39.05–229Berry, Roger (Lingan U, Hong Kong, China), Who do they think ‘we’ is? Learners' awareness of personality in pedagogic grammars. Language Awareness (Clevedon, UK) 14.2/3 (2005), 84–97.05–230Braun, Sabine (U of Tübingen, Germany; sabine.braun@uni-tuebingen.de), From pedagogically relevant corpora to authentic language learning contents. ReCALL (Cambridge, UK) 17.1 (2005), 47–64.05–231Chambers, Angela (U of Limerick, Ireland; Angela.Chambers@ul.ie), Integrating corpus consultation in language studies. Language Learning & Technology (Hawaii, Manoa, USA) 9.2 (2005), 111–125.05–232Cortés, Ileana, Jesús Ramirez, María Rivera, Marta Viada & Joan Fayer (U of Puerto Rico, Puerto Rico), Dame un hamburger plain con ketchup y papitas. English Today (Cambridge, UK) 21.2 (2005), 35–42.05–233Dewaele, Jean-Marc (U of London, UK), Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 118–137.05–234Elkhafaifi, Hussein (Washington U, USA; hme3@u.washington.edu), Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 206–220.05–235Flowerdew, Lynne (Hong Kong U of Science and Technology, Hong Kong, China; lclynne@ust.hk), Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 135–147.05–236Fortune, Alan (King's College London, UK), Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness (Clevedon, UK) 14.1 (2005), 21–39.05–237Garner, Mark & Erik Borg (Northumbria U, UK; mark.garner@unn.ac.uk), An ecological perspective on content-based instruction. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 119–134.05–238Gourlay, Lesley (Napier U, UK; l.gourlay@napier.ac.uk), Directions and indirect action: learner adaptation of a classroom task. ELT Journal (Oxford, UK) 59.3 (2005), 209–216.05–239Granville, Stella & Laura Dison (U of the Witwatersrand, Johannesburg, South Africa; granvils@iweb.co.za), Thinking about thinking: integrating self-reflection into an academic literacy course. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 99–118.05–240Greidanus, Tine, Bianca Beks (Vrije Universiteit Amsterdam, the Netherlands; t.greidanus@worldonline.nl) & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 221–233.05–241Gumock Jeon-Ellis, Robert Debski & Gillian Wigglesworth (U of Melbourne, Australia), Oral interaction around computers in the project oriented CALL classroom. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 121–145.05–242Haig, Yvonne, Oliver Rhonda & Judith Rochecouste (Edith Cowan U, Australia), Adolescent speech networks and communicative competence. English in Australia (Norwood, Australia) 141 (2004), 49–57.05–243Harwood, Nigel (U of Essex, UK; nharwood@essex.ac.uk), What do we want EAP teaching materials for?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 149–161.05–244Heift, Trude (Simon Fraser U, Canada; heift@sfu.ca.), Inspectable learner reports for web-based language learning. ReCALL (Cambridge, UK) 17.1 (2005), 32–46.05–245Ibrahim, Nizar (Lebanese U, Lebanon; pronizar@yahoo.com) & Susan Penfield, Dynamic diversity: new dimensions in mixed composition classes. ELT Journal (Oxford, UK) 59.3 (2005), 217–225.05–246Jepson, Kevin (Monterey Institute of International Studies, USA), Conversations – and negotiated interaction – in text and voice chat rooms. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 79–98.05–247Juffs, Alan (U of Pittsburgh, USA; juffs@pitt.edu), The influence of first language on the processing ofwh-movement in English as a second language. Second Language Research (London, UK) 21.2 (2005), 121–151.05–248Knight, Paul (The Open U, UK; P. T. Knight@open.ac.uk), Learner interaction using email: the effects of task modification. ReCALL (Cambridge, UK), 17.1 (2005), 101–121.05–249Kondo, Takako (U of Essex, UK), Overpassivization in second language acquisition. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 129–161.05–250Lewin, Beverly A. (Tel Aviv U, Israel; lewinb@post.tau.ac.il), Hedging: an exploratory study of authors and readers identification of ‘toning down’ in scientific texts. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 163–178.05–251Malmqvist, Anita (Umeå U, Sweden), How does group discussion in reconstruction tasks affect written language output. Language Awareness (Clevedon, UK) 14.2/3 (2005), 128–142.05–252Menard-Warwick, Julia (U of California, USA; jemwarwick@ucdavis.edu), Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly (Alexandria, VA, USA) 39.2, 165–186.05–253Mirzaiean, Vahid & Alan Ramsay (Tehran, Iran), Content-based support for Persian learners of English. ReCALL (Cambridge, UK) 17.1 (2005), 139–154.05–254Morrison, Bruce (The Hong Kong Polytechnic U, Hong Kong, China), Evaluating learning gain in a self-access language learning centre. Language Teaching Research (London, UK) 9.3 (2005), 267–293.05–255Murphy, Linda (The Open U, UK), Attending to form and meaning: the experience of adult distance learners of French, German and Spanish. Language Teaching Research (London, UK) 9.3 (2005), 295–317.05–256Oliver, Rhonda, Yvonne Haig (Edith Cowan U, Australia; rhonda.oliver@ecu.edu.au) & Judith Rochecouste, Communicative competence in oral language assessment. Language and Education (Clevedon, UK) 19.3 (2005), 212–222.05–257Papadopoulou, Despina (Aristotle U of Thessaloniki, Greece), Reading-time studies of second language ambiguity resolution. Second Language Research (London, UK) 21.2 (2005), 98–120.05–258Payne, Scott J. & Brenda M. Ross (Pennsylvania State U, USA), Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 35–54.05–259Rogerson-Revell, Pamela (U of Leicester, UK; pmrr1@le.ac.uk), A hybrid approach to developing CALL materials: authoring with Macromedia's Dreamweaver/Coursebuilder. ReCALL (Cambridge, UK) 17.1 (2005), 122–138.05–260Smith, Ross (PricewaterhouseCoopers, Spain), Global English: gift or curse?English Today (Cambridge, UK) 21.2 (2005), 56–62.05–261St-Hilaire, Aonghas (Washington, DC, USA), Louisiana French immersion education: cultural identity and grassroots community development. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 158–172.05–262Todd, Richard W. (King Mogkut's U of Technology, Thailand; irictodd@kmutt.ac.th), ‘In an aeroplane, yes, in an aeroplane’: within-unit repetitions in classroom discourse. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 189–209.05–263Uschi, Felix (Monash U, Australia; uschi.felix@arts.monash.edu.au), E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL (Cambridge, UK) 17.1 (2005), 85–100.05–264Volle, Lisa M. (Central Texas College, USA), Analyzing oral skills in voice and e-mail and online interviews. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 145–163.05–265Williams, John N. (Cambridge U, UK; jnw12@cam.ac.uk), Learning without awareness. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 269–304.05–266Yongqi Gu, Peter, Guangwei Hu & Lawrence Jun Zhang (Nanyang Technological U, Singapore; yqpgu@nie.edu.sg), Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.